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Analyzing Strategies and Methodologies of Teaching Mathematics in Japan and Namibia
https://doi.org/10.32150/00007031
https://doi.org/10.32150/00007031c17fff87-6779-4451-9547-d8d5f9691ce7
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
72-1-a20.pdf (367.8 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2021-10-14 | |||||||||
| タイトル | ||||||||||
| タイトル | Analyzing Strategies and Methodologies of Teaching Mathematics in Japan and Namibia | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.32150/00007031 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
HELENA, Mupopya Iithete
× HELENA, Mupopya Iithete
× ISHII, Hiroshi
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| 著者別名 | ||||||||||
| 識別子Scheme | WEKO | |||||||||
| 識別子 | 18458 | |||||||||
| 姓名 | ヘレナ, ムポピャ イシテ | |||||||||
| 著者別名 | ||||||||||
| 識別子Scheme | WEKO | |||||||||
| 識別子 | 18459 | |||||||||
| 姓名 | 石井, 洋 | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This study compared elementary mathematics teaching strategies and methodologies in Japan and Namibia. Based on observation data, video recordings, and test analyses, it was found that each country had its modus operandi for teaching mathematics. While both countries used demonstration and brainstorming, different teaching approaches were also employed. Japan’s elementary mathematics teaching employed a structured problem-solving approach based on lesson study, a learner-centered approach based on Vygotsky’s theory of social constructivism. In Namibia, however, demonstrations were the most used method, guided by Bandura’s theory of social/observational learning. Challenges were also observed as the teachers shifted from teacher-oriented to learner-oriented instruction. Japan’s mathematics teaching strategies and methodologies were concluded to be more effective than those in Namibia, as learners showed a greater understanding, and the teachers appeared to have greater subject knowledge expertise and pedagogical content knowledge. | |||||||||
| 書誌情報 |
北海道教育大学紀要. 教育科学編 巻 72, 号 1, p. 247-261, 発行日 2021-08 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13442554 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA11273292 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | 日本とナミビアにおける数学教育の戦略と方法論の分析 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 北海道教育大学 | |||||||||
